Comparing Classic Folktales Essay Example for Free

Comparing Classic Folktales Essay Before reading and writing were common practice; history was told in the form of legend; fiction was told in the form of myth; and lessons about life were taught to children through folktales and fables. Folktales not only served a role in teaching children, but often helped define the common themes of life in general for that particular culture. Most folktales have a specific message which they try to portray through symbolism, writing style, and plot. Many folktales from different cultures are very similar and present the same main ideas and messages. Today folktales are popular mostly as a way of teaching morals and life lessons. They are often compilations, or illustrated books made for children. Two popular folktales that are very similar are, Frans Timmerman’s, â€Å"The Frog and the Fox† and a story we all know, originally from the book, Aesop’s Fables, â€Å"The Tortoise and the Hare†. In the folktale, â€Å"The Tortoise and the Hare† Aesop masterfully demonstrates what we all consider to be a classic folktale. The story begins with a hare who makes boastful claims about how swift he is, and how no animals could run faster than he could. The hare teases a tortoise for his slowness; the tortoise, annoyed by the hare’s claims, agrees to a race that they plan the next day. The next morning the hare comes to the race half asleep and unprepared. Hare sees how slow tortoise is and decides to take a nap. When he awakes, he notices tortoise is only one third of the way through the course, and decides to have a quick breakfast. The meal made hare sleepy and seeing tortoise was not yet half done with the course, hare decided to take another quick nap. The hare oversleeps and tortoise wins the race against the boastful, overconfident hare. Aesop’s story can be related to by people all over the world and many cultures have adopted the story. Today it is pu blished in over thirty languages, and sells in bookstores worldwide. A lesser known American writer named Frans Timmerman has a remarkably similar story that was published in 1911. The story is about a frog, he is in the jungle minding his own business when a fox passes by. The fox makes fun of the frog because he is such a strange specimen; she asks how frog is able to move about with one long pair of legs, and one short one. The fox is very amused when frog tells her that he is the fastest frog in the whole jungle. The fox is almost insulted when frog thinks he can beat her in a race, and begins to boast about her speed and running skills. They plan to have the race the next day, and set up a course through the jungle. The next day the frog and the fox meet with a friend, duck, and get ready to race. When the race begins frog jumps onto the tail of fox and holds on while fox sprints as fast as she can. Fox does not notice the small frog on her tail and already believes she has won the race. As fox approaches the finish line, frog makes a mighty leap onto her back, and then across the finish line, just before fox makes it across. Fox says frog didn’t win but duck, as the referee, claims frog to be the winner as he had barely passed the finish line first. At the end fox accepts that she was outsmarted and realizes that her overconfidence was the root of her downfall. This story is not identical to the story in Aesop’s Fables, but has many of the same characteristics, as well as a similar overall message and symbolic meaning. Historians agree that Aesop’s Fables was written around 500 B.C. by a slave living in Greece. It was originally written in Greek; European versions were not printed until the early 1800’s. English versions were printed in the 1900’s, and it is likely this book was at least one inspiration to Frans Timmerman’s work. Timmerman’s book was released in 1911 just a few short years after English prints of Aesop’s Fables were available in the United States. Each story shares similar characteristics in plot, style, technique, and symbolism, but there are also more superficial similarities and differences. In both stories the authors choose to use animals as a form of symbolism to tell their story. Animals are commonly used as characters in folktale; however, the animals each author decides to use are very specific. Each author chooses animals that have traits and characteristics that are familiar to most people, regardless of age or education level. In Aesop’s folktale the animals used are a tortoise and a hare. In Timmerman’s story the animals used are a frog and a fox. When people think of a tortoise they generally have images of a very slow moving land creature. Similarly Timmerman’s character frog brings thoughts of a water dwelling species, clumsy and slow on land. The same idea spreads to the fox and the hare; both are considered to be quick and cunning species and the authors use them in this light. It is likely these animals were common where each story was written. These animals also share similar more transparent symbolic meaning. Although time, and simple cultural differences likely led to the different characters and context of the stories, they still share many similar traits in there symbolism and morals. Because the symbolism is easily identified, and the message is easily related to, nearly all people can apply this story to life. It is easy to see how nearly every culture has embraced a version of this story, or come up with a similar version of their own. Today Aesop’s Fables is printed in 31 languages. The tortoise is symbolic in Aesop’s story for a wise, slow moving, dedicated creature. He uses the tortoise to help portray the message that â€Å"slow and steady† can persevere over an overconfident, boastful opponent. Likewise, Timmerman chooses to use a frog, which sometimes symbolizes the same things as the tortoise in folktales and fables. A frog additionally represents transformation. The frog is shown in his story to be very intelligent and the message is that you can overcome a problem even when the odds are against you if you use your head. By using his intelligence he defeats the overconfident, boastful opponent. Timmerman decides to use a fox in his story as a quick, overconfident, somewhat ignorant character. He portrays the fox in this way as a symbol for this type of person, whom everyone has encountered at some point in their lives. Aesop similarly chooses a hare and uses the same technique of making the hare somewhat ignorant and cocky. Using this writing style effectively makes the fox and the hare the antagonist in the story without specifically portraying them as a â€Å"bad guy†. They further this technique by having these characters use condescending dialogue in the beginning of the story. Despite the two authors cultural differences, the human qualities of the characters are nearly portrayed identically. The writing style, and technique used by the authors helps us to identify with the characters. It also helps us identify personally with the plot. Both stories have plots that follow the same basic ideas. One animal is different physically from another, so naturally that animal thinks that he is superior the superior creature. They use animals that everyone would consider to be the obvious winners and losers in a race. They portray the animals in a unique way that gives them human qualities that we are familiar with. The underdog is considered the protagonist in these fables and both authors portray them as likely losers in a physical challenge. However, as the story unfolds the obvious winners change due to the negative human qualities the antagonists possess. The messages of the stories are both related to perseverance, and that sometimes being conceded and boastful about your skills can end in disaster. There is also the message that one should not judge others simply by how they look. There are many other interpretations of this story as well, and this just scratches the surface of the symbolism in the two folktales. The messages of the two stories are values that everyone can apply to their daily lives. When the stories reach their conclusions the readers are left with many options on how they choose to interpret the message. The theme of both stories are the same, however the differences allow them to be interpreted many ways. It is mostly agreed upon by literature experts that the message in â€Å"The Tortoise and the Hare† is that slow and steady wins the race, and taking your time to do things right the first time is worth it. The message in â€Å"The Fox and the Frog† the message is that it is sometimes better to work smarter, not harder. Both stories share the message that judging others by their appearance is not an intelligent thing to do. They also share the idea that being boastful and conceded can end in embarrassment.

The Demon In The Free

The Demon In The Freezer Essay Richard Preston has established himself a reputation of being a storyteller that mastered on putting faces on otherwise undistinguishable deadly viral diseases like ebola virus, anthrax and smallpox. He is keen on carefully describing to his readers how fatal these viruses are in his novels. He has proven himself to be an expert on stirring awareness among his clientele about these viruses which though contained in a sense that these are confined to certain facilities of the world, have now been made and being developed by certain terrorist groups into a fatal weapon which at any moment can be discharged anywhere to effectively kill and thus strike terror among the targeted public. Like his other books (i. e. Biohazard, The Coming Plague, and The Hot Zone), The Demon In The Freezer is effective in keeping the readers attention to follow every turn of the story. The Book is divided into eight thrilling chapters. Opening in the life of an ordinary photo retoucher of the National Enquirer in early seventies by the name of Robert Stevens, the author skillfully guides the readers to a shocking awareness of the presence of the Anthrax virus that killed Stevens (Preston, 2002). The unfolding of the story at the outset was seemingly calm until the death of Stevens which at this time has triggered anticipation in the reader and keeps him/her following the next turn of the story. The whole book effectively tells of the looming dangers of biological weapons. Since these viruses were put under control and relegated to the confines of laboratories such as in Atlanta and Siberia, the thought that some of these viral diseases are currently in the hands of terrorists is just simply terrifying. On the other hand, constant care must be observed by those who currently responsibly keeping these for further studies. Preston is adept in telling this kind of story. His accurate knowledge on these matters, which obviously a product of extensive research, was carefully woven into his story. All the important details and informations which naturally enhanced the story are all facts based on true accounts. Preston is also effective in giving his readers the rationale behind why the battle still rages on destroying these viruses among those suspected of keeping them. This is definitely a good read. Reference: Preston, Richard. October 8, 2002 (1st Edition). Publisher: Random House.

Operating Systems Tasks and Programming Lab

Operating Systems Tasks and Programming Lab Lab Activity 1 Operating Systems Tasks and Programming a) Future of operating systems. [Report on the future of operating systems here] b) Programming activity C++ #include using namespace std; int main() { ÂÂ   int id = 6669447; string name = Salman Mohammed Fazal; int counter = 0; for (int i = 0; i cout counter++; //increment counter if (counter == id[-1]) { //if counter = last character of ID cout counter = 0; //reset counter } } } JAVA public class test { public static void main(String[] args) { int id = 6669447; String name = Salman Mohammed Fazal; int counter = 0; for (int i = 0; i System.out.print(name.charAt(i)); //print character counter++; //increment counter if (counter == id[-1]) { //when counter is last character of ID System.out.println(); //new line counter = 0; //reset counter } } } } PYTHON name = Salman Mohammed Fazal id = 6669447 for i in range (0, len(name), int(id[-1])): #for every n characters print(name[i:i+ int(id[-1]))]) #slice and print string Code Outcome (same for all) Lab Activity 2 Linux Command Line (Commands and outcomes from a series of small tasks that require use of a number of Linux commands) How made Portfolio1 directory read/write/executable only for you and your group. That is, not for others.ÂÂ   Show evidence of this with ls command. How downloaded the script http://www.centerkey.com/tree/tree.sh to your home directory using wget and make it executable. Making Directories How created a 207se directory in your Portfolio1 directory. How created numbered directories for the labs. i.e. lab1 and lab2 etc. Evidence of transferring lab1 activity into appropriate directory Evidence of make directory activities using tree.sh Display todays date and using the cal command show the month that you were born. Move into the lab1 directory and use the appropriate command to show the current directory What is talk, write and wall are for The Talk command is used for exchanging messages with other users who are logged on the same network. The Write command is used to send messages to users in the same network. This one-way only. The Wall command is used to send messages to all the users in the entire network. This is limited to the admins only. ÂÂ  What command prevents the effects of those three commands from interrupting you. To prevent users from interrupting you, you can use the Mesg command. This command basically enables or disables users from writing to your terminal. Mesg y to Allow access and Mesg n to deny access. The song in song.txt. Using wc the number of words and lines in the file. Using grep to get the lines containing and and the number of the lines contain and in the document Use cat to show the contents of the file. Appropriate Linux command to see if the two files differ and how they differ. Use sort to sort the file and redirect the output to a new file called song2.txt Use sort and rev to reverse the sorted contents of song.txt and append the output to song2.txt Total memory used and the total memory available Find out how you can display your username on the screen. List the processes that are running. What are the differences between the Linux commands less, more and most. The more command works similarly to the cat command by displaying contents of a file, however the more command, you view bits of the text (a screenful), and is in a forward-scrollable manner. The less command is similar to the more command, however with this it is possible to scroll both, forward and backward. The most command is more like the less command, but the only difference is, it is possible to view several files at once with this command. The basic syntax for these commands are: more less Lab Activity 4 Bootloader Brief description of the Lab activity and what you did This weeks task was to create a bootloader using Assembly which included my student details and a triangle of dots. We then have to boot the bootloader with bochs. Boot pragma linux with bochs Make a bootloader that displays your student details and triangle Commented bootloader code to display your student details and triangle [BITS 16] [ORG 0x7C00] top: ;; Put 0 into ds (data segment) ;; Cant do it directly mov ax,0x0000 mov ds,ax ;; si is the location relative to the data segment of the ;; string/char to display mov si, msg call writeString ; See below jmp $ ; Spin writeString: mov ah,0x0E ; Display a chacter (as before) mov bh,0x00 mov bl,0x07 nextchar: Lodsb ; Loads [SI] into AL and increases SI by one ;; Effectively pumps the string through AL cmp al,0 ; End of the string? jz done int 0x10 ; BIOS interrupt jmp nextchar done: ret msg db Name: Salman Fazal,13,10, Email: [emailprotected], 13,10, Fav Module: 207SE ;), 13,10, DOB: 01/08/1996 21 ,13,10, Std ID: 6669447 ; Null-terminated times 510-($-$$) db 0 dw 0xAA55 Output from Bochs showing student details and triangle Lab Activity 6 Memory Management Memory Allocation Activities Due to the code outputs being too long, I have just snipped a portion of the result, however all of my answers match with the results in the code. * NULL = Memory address not allocated. First-Fit Best-Fit Worst-Fit Paging Activities FIFO 4 2 7 7 5 6 3 9 3 2 2 Page Entry 0 4 4 4 4 5 5 5 9 9 9 9 Page Entry 1 2 2 2 2 6 6 6 6 2 2 Page Entry 2 7 7 7 7 3 3 3 3 3 Page Fault F F F H F F F F H F H Page Fault Total: 8 4 2 7 7 5 6 3 9 3 2 2 Page Entry 0 4 4 4 4 4 6 6 6 6 6 6 Page Entry 1 2 2 2 2 2 3 3 3 3 3 Page Entry 2 7 7 7 7 7 9 9 9 9 Page Entry 3 5 5 5 5 5 2 2 Page Fault F F F H F F F F H F H Page Fault Total: 8 RANDOM 4 2 7 7 5 6 3 9 3 2 2 Page Entry 0 4 4 4 4 5 6 6 6 6 2 2 Page Entry 1 2 2 2 2 2 2 9 9 9 9 Page Entry 2 7 7 7 7 3 3 3 3 3 Page Fault F F F H F F F F H F H Page Faults Total: 8 4 2 7 7 5 6 3 9 3 2 2 Page Entry 0 4 4 4 4 4 4 4 9 9 9 9 Page Entry 1 2 2 2 2 2 2 2 2 2 2 Page Entry 2 7 7 7 7 3 3 3 3 3 Page Entry 3 5 6 6 6 6 6 6 Page Fault F F F H F F F F H H H Page Fault Total: 7 The random algorithm did not give me the same result as the way I solved it. This is because There is no specific rule/method on what memory block to be replaced. Each time a process needs to be moved to a memory block, a random memory block is chosen in order to swap the process. Evidence of running code Lab Activity 7 Buffer Brief description of the Buffer Activity This weeks task involved using buffers in terms of reading and writing from a file Commented Buffer.c code #include //library for file control options #include //library for general purpose tools #include //header file #include //file IO #define BUF_SIZE 500 //sets buffer size to 500 #define OUTPUT_MODE 0700 //defines the output mode, sets file permissions int main(int argc, char *argv[]) { //Define variables int in_fd, out_fd; //hold associated numbers on both files int rd_size = 1; //hold amount of bytes in buffer (final should be 500) int wr_size; //hold amount of bytes on the output file char buf[BUF_SIZE]; //initialise buffer and its size if (argc != 3) //check for correct number of arguments exit(1); //exit if too many or too few parameters in_fd = open(argv[1], O_RDONLY); //open file to read from (read only) //if file isnt found, variable will have a negative number if (in_fd exit(2); //exit if files empty out_fd = creat(argv[2], OUTPUT_MODE); //create the output file //if file isnt created, variable will have a negative number if (out_fd exit(3); //exit if cannot write to the file while (rd_size > 0) { //while characters (in file) still exist: rd_size = read(in_fd, buf, BUF_SIZE); //read the file into buffer if (rd_size exit(4); //exit if error while reading wr_size = write(out_fd, buf, rd_size); //write from buffer into file if (wr_size close(in_fd); close(out_fd); //close both of the files if error found exit(5); //exit if error while writing } } } Update the code to so that it prints if an error has occurred or if a file is successfully created with the content of the review in it. After running code what is in hamlet.txt #include //library for file control options #include //library for general purpose tools #include //header file #include //file IO #define BUF_SIZE 500 //sets buffer size to 500 #define OUTPUT_MODE 0700 //defines the output mode, sets file permissions int main(int argc, char *argv[]) { //Define variables int in_fd, out_fd; //hold associated numbers on both files int rd_size = 1; //hold amount of bytes in buffer (final should be 500) int wr_size; //hold amount of bytes on the output file char buf[BUF_SIZE]; //initialise buffer and its size if (argc != 3) { //check for correct number of arguments printf(Error: Invalid number of parameters passed.); exit(1); //exit if too many or too few parameters } in_fd = open(argv[1], O_RDONLY); //open file to read from (read only) //if file isnt found, variable will have a negative number if (in_fd printf(Error: File not found.); exit(2); //exit if files empty } out_fd = creat(argv[2], OUTPUT_MODE); //create the output file //if file isnt created, variable will have a negative number if (out_fd printf(Error: File not created.); exit(3); //exit if cannot write to the file } while (rd_size > 0) { //while characters (in file) still exist: rd_size = read(in_fd, buf, BUF_SIZE); //read the file into buffer if (rd_size printf(Error: Cant read from file.); exit(4); //exit if error while reading } wr_size = write(out_fd, buf, rd_size); //write from buffer into file if (wr_size close(in_fd); close(out_fd); //close both of the files if error found exit(5); //exit if error while writing } } printf(Operation Successful!); } After compiling and running the code, the hamlet.txt file contained the exact same text that was in the main review.txt file Evidence: Updated buffer.c code to show how many character are read to buffer, how many character read at a time into the buffer, how many words in the document and how many times the buffer is filled #include //library for file control options #include //library for general purpose tools #include //header file #include //file IO #define BUF_SIZE 500 //sets buffer size to 500 #define OUTPUT_MODE 0700 //defines the output mode, sets file permissions int main(int argc, char *argv[]) { //Define variables int in_fd, out_fd; //hold associated numbers on both files int rd_size = 1; //hold amount of bytes in buffer (final should be 500) int wr_size; //hold amount of bytes on the output file char buf[BUF_SIZE]; //initialise buffer and its size int rd_count = 0, buf_count = 0, wd_count = 0; if (argc != 3) { //check for correct number of arguments printf(Error: Invalid number of parameters passed.); exit(1); //exit if too many or too few parameters } in_fd = open(argv[1], O_RDONLY); //open file to read from (read only) //if file isnt found, variable will have a negative number if (in_fd printf(Error: File not found.); exit(2); //exit if files empty } out_fd = creat(argv[2], OUTPUT_MODE); //create the output file //if file isnt created, variable will have a negative number if (out_fd printf(Error: File not created.); exit(3); //exit if cannot write to the file } while (rd_size > 0) { //while characters (in file) still exist: rd_size = read(in_fd, buf, BUF_SIZE); //read the file into buffer if (rd_size printf(Error: Cant read from file.); exit(4); //exit if error while reading } if (rd_size == 500){ //if read, rd_count += 500; buf_count += 1; //increment character and buffer counter } else{ rd_count += rd_size; } for (int i=0; i if(buf[i] == ) wd_count+=1; //increment if space found } wr_size = write(out_fd, buf, rd_size); //write from buffer into file if (wr_size printf(Successfully written to file!n); close(in_fd); close(out_fd); //close both files printf(Total number of characters read is: %d.n, rd_count); printf(Total number of words: %d.n, wd_count); printf(Buffer filled %d times.n, buf_count); exit(5); } } } Impact of changing buffer size I altered the buffer 3 times, the first was changing the size to 1000, the second was 1300 and the third was 2000. What I noticed was as the buffer size increases, the amount of times the buffer is filled decreases as the buffer is able to fill in more characters each time. Below is a screen shot of when the buffer size was set to 2000: We can see the buffer at this time was filled 0 times, meaning the entire text was placed into the buffer. Updated buffer.c code to compare if two files are the same #include //library for file control options #include //library for general purpose tools #include //header file #include //file IO #define BUF_SIZE 500 //sets buffer size to 500 #define OUTPUT_MODE 0700 //defines the output mode, sets file permissions int main(int argc, char *argv[]) { //Define variables int in_fd, in_fd2; //hold associated numbers on both files int rd_size = 1; //hold amount of bytes in buffer (final should be 500) int rd_size2 = 1; char buf[BUF_SIZE]; //initialise buffer and its size char buf2[BUF_SIZE]; //initialise buffer and its size //int rd_count = 0, buf_count = 0, wd_count = 0; if (argc != 3) { //check for correct number of arguments printf(Error: Invalid number of parameters passed.); exit(1); //exit if too many or too few parameters } in_fd = open(argv[1], O_RDONLY); //open first file to read from if (in_fd printf(Error: File not found.); exit(2); //exit if files empty } in_fd2 = open(argv[2], O_RDONLY); //open second file to read from //if file isnt found, variable will have a negative number if (in_fd2 printf(Error: File not found.); exit(3); //exit if files empty } while (rd_size > 0 rd_size2 > 0) { //while characters (in file) still exist: rd_size = read(in_fd, buf, BUF_SIZE); //read file 1 to buffer rd_size2 = read(in_fd2, buf2, BUF_SIZE); //read file 2 to buffer if (rd_size printf(Error: Cant read from file.); exit(4); } for (int i=0; i if(buf[i] != buf2[i]){ //if characters of the 2 files are not the same: printf(The files are not the same!); close(in_fd); close(in_fd2); exit(5); //print message and close } } } printf(YESSSSSS!! The files are the same.); //if code passes the loop, theyre the same! } Comparison of review.txt and hamlet.txt Comparison of hamlet.txt and review_observer.txt Lab Activity 8 Cache Buffer Brief Description of Cache Buffer Activity This weeks task was to alter the cache_reader.c file and complete the cr_read_byte function. Additionally, we also had to add a count of the total number of bytes and the number of times the buffer was filled. Commented implementation of the cr_read_byte function char cr_read_byte(cr_file* f){ /* 1. check if buffer needs refilling 2. return currently pointed character 3. move pointer to next character */ if(f->usedbuffer >= f->bufferlength){ refill(f); } char currentChar = f->buffer[f->usedbuffer]; f->usedbuffer++; return currentChar; } Comment updated code to show that each byte is being read, and when the buffer is being refilled. To show that the buffer is being refilled, I added a print statement each time the buffer refills in the cr_read_byte() function. Also the next part of the question will show that the buffer is being refilled and the bytes are being read by keeping a count each time that happens. *The code for this part of the question is combined with the next part (cache_reader.c). (I set the buffer to 200) Commented updated code showing to show how many bytes were read in total, and how many times the buffer was refilled In this part, I had to update the code in 3 different files, below are the screenshots of every update I made: cache_reader.h In this sec

Essay --

En este papel voy hablar de la historia del narcotrà ¡fico y del mal que le ha traà ­do al mundo. La guerra contra el narcotrà ¡fico, o lucha contra la delincuencia organizada en Mà ©xico, es un conflicto interno que enfrenta el estado Mexicano contra las bandas que controlan diversas actividades ilegales, principalmente el trà ¡fico ilegal de drogas. Desde 2006, cuando comenzà ³ la intervencià ³n del ejà ©rcito Mexicano, el objetivo principal del gobierno ha sido la de acabar con la violencia relacionada con las drogas. Ademà ¡s, el gobierno Mexicano ha afirmado que su objetivo principal es el desmantelamiento de los poderosos carteles de la droga, en lugar de en prevenir el trà ¡fico de drogas, que se deja a los funcionarios de los Estados Unidos. Aunque los cà ¡rteles Mexicanos de la droga, o las organizaciones de trà ¡fico de drogas, han existido desde hace varias dà ©cadas, se han vuelto mà ¡s poderosos desde la desaparicià ³n de los carteles de Cali y Medellà ­n en Colombia en la dà ©cada de 1990. Carteles de la droga mexicanos dominan ahora el mercado mayorista de drogas ilà ­citas, y en 2007 controlaban el 90% de la cocaà ­na que entra a Estados Unidos. Las detenciones de los principales là ­deres de los cà ¡rteles, en particular en los cà ¡rteles de Tijuana y del Golfo, ha provocado un aumento de la violencia del narcotrà ¡fico como los cà ¡rteles luchan por el control de las rutas de trà ¡fico hacia los Estados Unidos. Los analistas estiman que los ingresos al por mayor de la venta de drogas ilà ­citas van de $ 13.6 mil millones a $ 49.4 mil millones al aà ±o. Al final de la administracià ³n de Felipe Calderà ³n (2006-2012), la cifra oficial de muertos de la guerra contra las drogas de Mà ©xico fue de al menos 60.000, aunque las cuentas no confirmadas establecen la tasa de homici... ...tado en la zona desde 1980. En las dà ©cadas anteriores a este periodo, el consumo no se generalizà ³, no mas principalmente entre personas de nivel socioeconà ³mico alto, los intelectuales y los artistas. Los cargamentos de droga se retrasan en las ciudades fronterizas de Mà ©xico antes de la entrega a los EE.UU., lo que ha contribuido probablemente a las altas tasas de consumo local de drogas. A pesar del hecho de que los cà ¡rteles Mexicanos de la droga y sus proveedores Colombianos generan, lavar y retirar $18000 millones a 39 millones de dà ³lares de los Estados Unidos cada aà ±o, los EE.UU. y los gobiernos Mexicanos han sido criticados por su falta de voluntad o la lenta respuesta para hacer frente a los diversos cà ¡rteles operaciones financieras, incluyendo el lavado de dinero. Los carteles no mas ponen en peligro a su paà ­s y les train mucho mal que no le conviene a Mà ©xico.

George Bernard Shaws Pygmalion Essay examples -- George Shaw Pygmalio

George Bernard Shaw's Pygmalion G.B Shaw believed that people should not be limited by their birth, environment or speech. With reference to Act 1 & Act five of Pygmalion, show how Eliza finds her status affected by all of these factors. At the time George Bernard Shaw wrote Pygmalion in 1912, many people were troubled with accents that prevented them from reaching high & in act 1, Eliza's character is an example of this. In act 1, we see how Eliza was very limited by her environment, her job, & her speech by the way that she was treated differently for who she was. The society at the time Pygmalion was written was very set & if you were born into a lower class family, you were not seen as anything better than that. Eliza was a lower class flower girl whose speech was not Standard English & difficult to understand. She came from the slum streets of London & was as clean as she could afford to be but to the upper class people she was 'worthless' & 'dirty'. Higgins was an upper class man who studied phonetics. He was written as someone who believed in the class system & that he should not associate with the likes of 'Eliza' who was 'just a flower girl' & a 'disgrace to the English language'. The play does reflect the society at the time & Shaw incorporated the way people treated other people into the play quite effectively. The Aynsford-Hills were a middle class family but whose status was slowly sliding down. In act 1, 'the daughter' has Higgins's view of lower class people & doesn't treat Eliza nicely just because she is a flower girl. Shaw wanted to include his thoughts on society, language & drama into Pygmalion. He thought society was unfair & that 'no one should be limited by his or h... ...closed on her, & she could never go back to who she was originally no matter how much she wanted to because she is seen as upper class so to be back selling flowers on the street would not be in her character anymore. I think she feels she is better off because she has a lot of knowledge from Higgins, more independence & the upper class status. At the end, just because of the way she spoke & the clothes she wore, she was automatically seen as upper class. She was not born into a wealthy family. She started off as a common flower girl & ended up as an upper class duchess but technically all that happened to her was that she was taught how to be a lady. So this proves that throughout the play Eliza's status was affected by her birth, environment & speech in a way that it completely changed the way she was judged by other people in the space of six months.

Why We Should Stick To Qwerty :: essays research papers

Why We Should Stick To Qwerty Computer Science 10 The Qwerty keyboard - named Qwerty because the letters q, w, e, r, t, y are arranged next to each other - has been the universal standard since the beginning of the 1890s. Since then, there have been many proposals by other keyboard makers to market products that would enable users to type faster. Other proposals put the most frequently used letters - dhiatensor - in the middle row.i Although these keyboards enable users to type far faster than the qwerty keyboard, they are rarely sold. There are several reasons for this. First, there is no need for the regular users to type any faster than at the current speed. Second, for the people whose job require fast typing, the new keyboards can lead to bigger health problems that develop from continuous typing. Third, and most importantly, standardization has led the qwerty keyboards to firmly hold the position as the keyboard. There are major differences between the two types of keyboard users; the regular users and the other typists. The regular users are people who uses the keyboard for word processing, e-mailing, and internet; there is not much of a need for them to type extremely fast. They do not type mechanically but rather based on their thought, and thinking takes time. In other words, faster keyboards are irrelevant for them because they are not continuously typing. They need to think what they are going to write, one sentence one after another. On the other hand, the typists whose job is simply to type, do so continuously. They also happen to be the major victims of repetitive Strain Injury (RSI) which is in large part caused by continuously stroking the keyboards. In an article about RSI, Huff explains the changes that the companies are undergoing to become more productive: Many work practices are changing with automation to increase productivity. These include fewer staff, heavier workloads, more task specialization, faster pacing of work, fewer rest breaks, more overtime, more shift work and nonstandard hours, and more piece work and bonus systems. These work practices can entail very prolonged rapid or forceful repetitive motions leading to fatigue and overuse of muscles.ii Because RSI is a major problem to the typists, it would be a suicidal move for them to adopt faster typable keyboards. More of them will develop RSI. As for the companies that hire these typists, not only will the frequency of RSI development increase, the amount of money that the companies have to compensate to the employees who develop RSI will also increase.

Impacts from Space and Mass Extinction Events

Describe concept of faunal succession and use of fossils in correlation and in the subdivision of Earth history. -Principle of Faunal Succession: Strata of Eke age can be recognized by the fossils they contain even if the outcrops of strata are separated by large distances geographically, this only works because species have evolved through time C] older forms of life die out and new forms develop -using the appearance and disappearance of fossils to subdivide geological time Is the science of physiotherapyD. Recognize the qualities that make fossils useful in physiotherapy. – Physiotherapy: each fossil species is said to have a range through geological time 0 it exists in the geological record from the point that it evolves to the point that it becomes extinct E. Identify important historical figures in the development of stereography and physiotherapy. Archbishop of Armada, James Usher (1581-1665) calculated the Earth to be 6000 years old by adding up all the dates mentioned in the Bible and arrived at a date of October 22, 4004 BC as the creation of planet Earth (hard to accept by many people) -Late asses and asses scientists started to conclude that the Earth Is ancient and had undergone much change throughout Its history. This George Xavier (1769-1832) examined the remains of mammoths in Europe concluding they were a once living species that had become extinct F.Appreciate the scale of changes that can occur over geological time scales. – Geological time scale – to represent the changing character of the Earth through time, fossils were used to correlate between different regions and characterize particular periods of Earth's history -Today we have a time scale that divides and bedsides Earth's 4. 6 billion years into various time periods G. List some of the major subdivisions/ ages of the geological time scale and appreciate the relative scale between the Phonetics and the Precambrian.This is due to an extraordinary proliferation of f ossils at the base of the Phonetics in a period called the Cambrian. -Most creatures with hard parts like shells, teeth, and internal skeletons evolved here as they fossil much more readily than soft-bodied creatures -In addition to an increasing biodiversity as new species evolved, many of the new â€Å"hard part creatures† would more readily form fossils. H. Understand how extinction events are linked to the structure of the geological time call. Eras are broad subdivisions that are particularly significant as they represent a grouping of geological periods. They represent times when there has been a major change in the Earth's biosphere. -The base of the Phonetics is defined by the emergence of creatures with hard parts. -The base of the Mesozoic and the Cenozoic is based on the emergence of new species following a mass extinction at the top of the Paleozoic and Mesozoic respectively. -The base of all periods is defined on the emergence of radiation of new species l.List s ome of the major developments in the history of life on Earth. ) At least 30% of Earth's species must be lost 2) It must be across a broad range of geologies, not restricted to any one niche. 3) It must have short/sudden duration (around 1 million years maximum) K. List the â€Å"Big Five† mass extinction events and their order through time. 1) Cretaceous / Polygene (Tertiary) (K/Peg), 65 Ma 2) Late -errant's, 205 Ma 3) Perm / Triassic, 251 Ma 4) Late Devotion, 360-375 Ma 5. Late Ordination, 440-450 Ma L. Distinguish between broad extinction-producing phenomena. ) Biological causes: Organisms being brought together that once lived in isolation can cause mass extinctions (ex. Many of the New Zealand ground dwelling bird fauna were devastated when human hunters and then later European mammals (cats, rats, dogs) were introduced) -The three main modes of biologically induced extinctions: a. Competition between creatures occupying the same ecological niche b. (Excessive) Predation : Predators do not have to do the whole Job, Just drive a population to a low enough level then â€Å"random extinction† can complete the extinction.The idea behind a random extinction is that, although the number of individuals in a species may grow and the species may spread over a wide area, thing ensures the permanent survival of a species. C. Pathogens: disease being introduced to an area by incoming plants or animals 2) Earth-based causes: Extinctions influenced by Earth-based tectonic processes may be caused by changes in continental configuration or changes in atmospheric composition a. Changes in continental configuration: changes in the distribution of continents can have a profound effect.Two major effects of continental configurations: -Changes in climate, ocean cyclist, sea level. Weather patterns and the movement of the oceans are directly linked to the distribution of continents. The Late Ordination extinction -The greater the landmass the lower the diversity. At the moment we have a relatively high biodiversity. This is in part due to the number of continents that are in effect isolated from one another. In times when there is a high degree of continental fragmentation, evolution can proceed in isolation to produce many different species on different landmasses.If plate tectonics cause the formation of a large interconnected land mass there will be more competition between species and lower biodiversity. 0 The Perm/ Triassic Extinction b. Changes in the atmosphere: volcanic activity can also have severe effects. Gases such as carbon dioxide can cause greenhouse warming and aerosols may cause climatic cooling. These can significantly affect the health of the biota c. Extraterrestrial impacts d. Combination of many factors: it is very unlikely that any one factor would be responsible for a global crisis in the biosphere.M. Describe the late Ordination and Perm-Triassic extinction. -Late Ordination: Australia, moves towards the South Pole d uring the late Ordination causing a severe ice age. As water was locked up in the form of glaciers at the Southern Pole, sea level fell. This may have had a severe effect on creatures that live in the shallow water, lose to the continental margins. As the sea retreated off the continental shelf and into the ocean basis shallow marine ecosystems would have been devastated. The Perm / Triassic Extinction (the WORST day for the Biosphere, 251 Ma): At the end of the Permian, plate tectonics had brought all the continents together to form the super continent of Pangaea -Between 95-98% of all species would go into extinction -It hit both ocean- and land-based ecosystems and was less than 1 million years in duration -Many of the common Paleozoic marine creatures would suffer badly through this extinction including trilobites, barbershops, and crinoids.On land, large amphibians and mammal-like reptiles would be badly effected. -Potential causes of the Perm / Triassic extinction (involves a number of events happening at the same time): 1) Continental configuration: drop in biodiversity. The greater the landmass the greater the competition between species. At the end of the Permian, the superscription of Pangaea or â€Å"all lands† would have brought many species into direct competition. 2) Sea level fall: less ocean ridge activity.Sea floor spreading slowed its pace during the Permian, resulting that the oceanic ridges were smaller in size and displaced less water. Consequently oceans retreated from shallow areas into the deeper basin causing problems for creatures that lived in any remaining shallow marine environments. 3) Oceanic stagnation: The close of the formation of Pangaea saw the end of an ice age. Cold polar waters probably disappeared and ocean circulation slowed or stopped. This would have reduced ventilation of deep ocean waters killing off many deeper marine species.In addition occasional overturn of stagnant water could have brought oxygen poor wa ters to shallower marine communities as well. 4) Climate change: Due to the formation of a large landmass, limited would have been much drier and subject to drought. 5) Siberian Traps: massive volcanic activity in Russia: Around 2-3 million kamala basaltic lava were produced within a million years. Carbon dioxide from the volcanic activity and methane caused by melting of gas hydrates would have resulted in greenhouse warming of the planet.In addition, gas emission from volcanoes would have also produced acid rain effects. 6) Possible impacts: Although still very controversial, it is possible that the Earth suffered impacts from space during this time as well. N. Describe the character of extinctions at the K/Peg boundary. Just as the end of the Permian extinction marked the beginning of a new grouping of periods (the Mesozoic) the end of the Cretaceous extinction is likewise so distinct that it marks the beginning of the latest grouping of periods, the Cenozoic. Characteristics: 1) Over 50% of all species on the planet would go into extinction during the k/Peg extinction event 2) One land, few creatures over 25 keg in weight would survive 3) In general, the extinction was even more severe in the oceans with around 80-90% of marine species including the ammonites and marine reptiles going into extinction -A ether and son scientific team, Louis and Walter Olivarez brought the K/Peg extinction crosses the K/Peg boundary in Gobi, Italy.The I-CM clay layer lies directly on top of the latest Cretaceous rocks and was found to be enriched in the element iridium (very rare at the Earth's surface and yet in this layer was enriched over xx above background 0 has now been recorded in many other sections around the world that straddle the Cretaceous. Polygene boundary) -Iridium is known to exist in higher concentrations in extra-terrestrial objects such as asteroids. Olivarez suggested that he clay layer enriched in iridium has been produced by a meteor or comet over 10 k m in diameter impacting the Earth.He suggested further that this impact may have also been responsible for the extinction at the end of the Cretaceous. O. Discuss the evidence used to support the K/Peg impact. 1) Fern spores vs.. Pollen: Ferns are often the first plants to colonize a landscape that has been devastated by fire. In the earliest Polygene (part of what was formerly called the Tertiary), many areas show an increase in fern spores relative to pollen. This suggests that global forest fires may have raged at the end of the Cretaceous paving a landscape open for ferns to spread.This is further supported by high concentrations of soot found around the K/Peg boundary. 2) Tektites: they are thought to be produced during an impact event and they are composed of natural gas. During impact, rock is melted and ejected form the crater. As it travels through the air and cools, it forms characteristic aerodynamic shapes. Many tektites are found at the K/Peg boundary in many different locations, suggesting a massive impact event. 3) Shocked quartz: In many sections around the K/Peg boundary, fragments of the mineral quartz show evidence of multiple fractures.These fractures are thought to be produced when rock is shattered during a high-energy impact. The fragments are called shocked quartz. 4) Tsunami deposits: Tsunami waves leave characteristic sedimentary deposits on inundated shores and as far inland as the waves reach. This feature was found in Mexico, Texas, New Jersey, and the Carolinas suggesting the passage of an enormous wave, far larger than could have been produced by standard tectonic processes.Such a wave could have been generated if an impact had occurred in the ocean. P. Describe the location and probable nature of the K/Peg impact. The distribution of tektites, iridium, shocked quartz, and other potential impact related features was pointing towards a possible centre of activity in the Yucatan Peninsula of Mexico. An oil company had drilled wells in the area and encountered unusual fractures and even melted rock suggesting the area had been subjected to some form of extreme stress. The presence of a crater was finally confirmed when geophysical data revealed a large circular disturbance over km in diameter, the Clubbing Impact Crater -The object responsible for this crater had a shallow angle of entry around 0-30 degrees and is estimated to have been at least 10 km across. -As an analogy, you can think of something the size of Mount Everest hitting the surface of the planet. The energy released by the impact was equivalent to 6. Axes tons of TNT. An estimated 100 kamala of rock was vaporized and released to the atmosphere. Material that wasn't instantly vaporized was thrown out of the crater (the ejects) and Q.Describe the initial and long-term effects of the impact and their environmental consequences. 1) Initial effects (seconds to days) of the impact in the area of the Yucatan Peninsula were significant a. Everything clo se by would have been vaporized b. The intense heat form the blast and the hot debris (including tektites) would have started massive forest fires as suggested by the fern and pollen data c. As the impact occurred partly in the ocean, a massive tsunami would have been generated 2) Longer-term effects (months to decades) of the impact were numerous.Two significant effects were on global temperature and on atmospheric composition. A. Global temperature changes -Dust thrown into the atmosphere would have shut off sunlight for weeks or perhaps months generating a period of cold (a â€Å"Cold House†, lasting weeks to months. The lack of sunlight would also have had severe consequences for plants and photosynthetic algae. -After the dust had settled, water vapor would have remained in the atmosphere acting as a blanket, preventing heat from escaping the Earth. This would have created a greenhouse effect and caused a rise in global temperature. Eventually the excess water vapor woul d be removed by rainfall. However, the temperature of the Earth would continue to rise due to the release of greenhouse gases during impact (a â€Å"Hot House†), lasting years to decades. In particular, carbon dioxide would have been liberated when large quantities of limestone (calcium carbonate, Cacao) would have vaporized during the impact. -The Mesozoic had in general been a warm equable environment. These swings in temperature would have laced a lot of stress on creatures more used to stable climatic conditions. . Acid Rain -High-energy blasts can cause oxygen to combine with nitrogen to form oxides of nitrogen. When these are dissolved in water (ex. Rainfall), it becomes nitric acid. -In addition to the vaporization of limestone as described in (a) above, rocks called evaporates were also vaporized in the blast. Evaporates form when salts precipitate out of solution as the sun evaporates a body of water. This can occur on a vast scale, for example in the Mediterranean S ea, which is closed off at the Strait of Gibraltar.With virtually no input of water from the Atlantic Ocean, high rates of evaporation resulted in the Sea being converted into a vast sultan. This process had also occurred in the Yucatan area. The effect of high-energy blasts on sulfate-rich evaporates is the release of large amounts of sulfur gases. These gases, when dissolved in rainwater, fall to Earth as sulfuric acid. Although the acidity of the nitric- and sulfuric- containing rain was weak and could probably not affect any large animals directly, they would have been affected the acidity of soil and surface ocean.This would have had a devastating effect on plant life and plankton. Thus, the effects from acid rain on the organisms that form the base of the food chain or food web had serious repercussions for all the creatures at higher atrophic levels. R. Consider other potential causes of the K/Peg environmental consequences. -Some scientists remain convinced that another impa ct at the K/Peg boundary (perhaps not loud have been significantly larger than the Clubbing impact, but impacts would NOT have been the only cause.Some factors may be: -During the late Cretaceous, the superscription of Pangaea was starting to fragment. This would have caused changes in oceanic circulation and climate. -Even more significantly, global climate would have been affected by an increase in volcanic activity, in particular, during the formation of the Decca Traps in India, which were highly active at this time. Like the Siberian Traps that occurred at the end of the Permian, this activity would have reduced vast quantities of gases that could have seriously affected the Earth's climate.S. Describe the type and location of potential impostors and rate of meteor influx. 1) Comets are essentially material left over from the formation of the Solar System and are composed of icy material and other debris – effectively â€Å"dirty snowballs† in space. As comets tra vel towards the Sun, the ices vaporize producing the comet's tail. -Two examples of comets are comet Halley, which comes into view of the Earth every 74-79 years, and comet Hale-Bop that was last seen in the night sky in 1997 and will turn in 2380 years. An annual event is the Leonie Meteor Shower, which is visible in Canadian skies in November. This rain of â€Å"shooting stars† is produced as the Earth passes through the debris left behind by comet Temple-Tuttle as it orbits around the sun -There are two comet â€Å"stores† in the Solar System: a) The Keeper belt exists in an area from about the orbit of Neptune to about 50 auk's out (1 AU = 150 million km) -May contain 1 billion (1 x IOWA) comets that are greater than km in diameter. ) The Root cloud is a cloud of comets that exists way beyond the Keeper belt and is only Oakley associated with our sun -May have more than 200 comets with a diameter greater than 500 km with many smaller but still significant in size - It is interesting to note that comets may have been responsible for bringing much of the water and perhaps some of the organic compounds that would lead to the development of life of Earth 2) Asteroids are mostly found in a belt between the orbit of Mars and Jupiter.It is speculated that they may represent the material that might have formed another planet early in the history of the Solar System if it were not for the gravitational effects of Jupiter. Some asteroids are solid, rocky to metallic while others are little more than â€Å"rubble piles† in space. Collisions between asteroids could potentially cause them to be redirected into Earth-crossing orbits. Of those so far mapped, a few are over km in diameter, about 1000 have diameters greater than 30 km and 1 million (alexia) with diameters over 1 km T.List some of the major impact features preserved on the Earth's surface and explain why impact craters appear to be rare on Earth. -Around 100 billion (IXIA 1) objects ente r our atmosphere every rush 0 most of these are burned out at a distance of km above the Earth's surface. These objects are commonly traveling around 11-km/ second. At such speeds, the atmosphere acts like a brick wall. If an object enters at a shallow angle, it may skip like a stone being skipped across a pond and fly back out to space -Early in Earth's history, our planet probably suffered on our planetary neighbors' like Mercury.The evidence of this early bombardment is missing on Earth due to processes of erosion and active plate tectonics. -Until recently (sass's) the possibility of impact on Earth's surface was regarded as improbable. -Craters such as Meteor Crater in Arizona and even the craters on the non were held by some to represent extinct volcanoes and not impact craters at all. U. Describe some of the features and processes of crater formation. Gene Shoemaker was to change this view by studying features such as the material thrown out of a crater (ejects), shocked quar tz, and chemical anomalies, which demonstrated extra-terrestrial origins for these features. -With the aid of satellite imagery, we are now beginning to identify more craters on the surface of our planet. V. Provide examples of Canadian Impact Craters. -Manicuring impact crater (Northern Quebec) – formed about 214 Ma in the Late Triassic. It is km in diameter but was probably as wide as km before glacial erosion stripped away the upper levels. This impact even is thought to be associated with 4 others including Saint Martin Crater (Manitoba) – 40 km in diameter and Architecture Crater (France) – 25 km in diameter. -When the continents are reassembled into their locations during the late Triassic all these craters line up along 22. 8 degrees North latitude over a distance of 462 km. -It is thought that this almost improbable alignment may actually represent a fragmented body that generated several impacts. It is interesting to note that although the effects of th is impact would have been severe, it is not associated with a major mass extinction event W. Describe the hypothesis proposed by Rap and Sheepskin. -They analyzed the number of mass extinctions during the Phonetics and concluded that every 25 million years there was severe stress on the biosphere, sometimes associated with a mass extinction event -There is no known terrestrial geological process that could cause this frequency of problems for the biosphere.So it was suggested that an extraterrestrial source may be to blame 0 comets in the Root cloud were cited as being the most likely culprit -Rap and Sheepskin's hypothesis suggests that every 25-26 million years, something shifts the Root cloud, which causes some comets to fall in towards the Sun and a possible impact with the Earth 0 for this to work, we need to identify a gravity source that can cause disturbances in the cloud on a regular 25 million year basis: 1) Nemesis – Companion Star: This hypothesis proposes that ou r Sun has a companion star way beyond the outer limits of our Solar System whose orbit brings it close to the Root cloud every 25 million years.The gravitational effects of this close pass could cause comets to fall into the inner Solar System. If this body was a red dwarf star or even a black hole, it might be difficult to detect, but even though powerful telescopes such as Hubble have the Nemesis hypothesis, this has an astronomical body (Planet X) that causes shifts in the Root cloud as it orbits around the Sun. In this case, the body y is a planet lying within the bounds of the Root cloud but outside the Keeper belt. Again, no evidence of such a planet has been found. 3) Movement Through the Galactic Plane: In the same way that our planet orbits the Sun, so our Solar System orbits around the center of the Milky Way Galaxy.Galaxies are not Just flat pancakes of stars, they also have â€Å"thickness† -In addition to traveling around our galaxy, our Solar System is also movi ng up and down through it, Every 25-26 million years we pass through the densest part of the galaxy, which contains a higher number of stars and also the most gravitational effects. It is proposed that it is this movement through the dense part of the galactic plane that is responsible for the shifts in the Root cloud and thereby a potential impact related biosphere crisis every 25 million years or so. X. List and describe some recent impacts and â€Å"near misses†. ) Tunas, Siberia None 30, 1908): A large explosion about km above the surface attributed to an extraterrestrial object breaking up I the atmosphere (which is why no crater was found).Fortunately, the area was not populated but people and horses km away were knocked off their feet. The shock wave from the blast traveled around the Earth twice. -In Scotland and Sweden, a light appeared in the sky so bright that you could read books at am without the aid of artificial light. It has been suggested that this might have been a fragment of comet Neck, which was passing close by the Earth at hat time -Over 80 million trees were knocked over covering an area about kamala (compare the area of the Tunas devastation to that of the area occupied by Washington, D. C. ) 2) Asteroid near misses: 1989, 1996, 2009, 2011 -March 22, 1989: A mm asteroid misses Earth by 6 hours.